Classroom 2.02020-06-07T07:15:29ZLynnhttps://classroom20.com/profile/Lynn6https://storage.ning.com/topology/rest/1.0/file/get/1950129877?profile=RESIZE_48X48&width=48&height=48&crop=1%3A1https://classroom20.com/forum/topic/listForContributor?user=0hpm9vg1zrp09&feed=yes&xn_auth=noAdult Learning Infographictag:classroom20.com,2020-05-30:649749:Topic:12130762020-05-30T19:30:00.116ZLynnhttps://classroom20.com/profile/Lynn6
<p><a href="https://create.piktochart.com/output/46980517-my-visual" target="_blank" rel="noopener">Adult Learning</a></p>
<p><a href="https://create.piktochart.com/output/46980517-my-visual" target="_blank" rel="noopener">Adult Learning</a></p> 21st Century Pedagogytag:classroom20.com,2020-05-29:649749:Topic:12126682020-05-29T22:25:55.629ZLynnhttps://classroom20.com/profile/Lynn6
<p><a href="https://create.piktochart.com/output/46977098-my-visual" target="_blank" rel="noopener">21st Century Pedagogy</a></p>
<p><a href="https://create.piktochart.com/output/46977098-my-visual" target="_blank" rel="noopener">21st Century Pedagogy</a></p> Types of Assessmenttag:classroom20.com,2020-05-29:649749:Topic:12128112020-05-29T21:34:27.274ZLynnhttps://classroom20.com/profile/Lynn6
<p><a href="https://edu.glogster.com/glog/historical-timeline/490ci420r0c" target="_blank" rel="noopener">Types of Assessment</a></p>
<p><a href="https://edu.glogster.com/glog/historical-timeline/490ci420r0c" target="_blank" rel="noopener">Types of Assessment</a></p> OERstag:classroom20.com,2020-05-29:649749:Topic:12128072020-05-29T15:34:35.460ZLynnhttps://classroom20.com/profile/Lynn6
<p><a href="https://edu.glogster.com/glog/how-to-5ed124a179d07/490w4m3akuk" target="_blank" rel="noopener">OER Glogster</a></p>
<p><a href="https://edu.glogster.com/glog/how-to-5ed124a179d07/490w4m3akuk" target="_blank" rel="noopener">OER Glogster</a></p> Best Classroom Tech Tools?tag:classroom20.com,2020-05-27:649749:Topic:12126512020-05-27T21:42:40.934ZLynnhttps://classroom20.com/profile/Lynn6
<p>Hi everyone! I've never posted here before so hopefully I'm doing this right! I'm looking to curate a list of ed tech for my classroom. I teach middle school math and I'm specifically looking for technology that will allow my students to create and collaborate (but I would love to hear about any tech that you use). What technology do you use in your classroom that you love? </p>
<p>Hi everyone! I've never posted here before so hopefully I'm doing this right! I'm looking to curate a list of ed tech for my classroom. I teach middle school math and I'm specifically looking for technology that will allow my students to create and collaborate (but I would love to hear about any tech that you use). What technology do you use in your classroom that you love? </p> Few tips for making a digitally ADL centered classtag:classroom20.com,2020-05-22:649749:Topic:12122362020-05-22T19:31:56.627ZLynnhttps://classroom20.com/profile/Lynn6
<p><a href="https://webaim.org/intro/#principles"><span style="font-weight: 400;">https://webaim.org/intro/#principles</span></a></p>
<p><span style="font-weight: 400;">“Principles of Accessible Design”</span></p>
<p><span style="font-weight: 400;">New Concepts:</span></p>
<p><span style="font-weight: 400;">Equivalent Alternative Text-</span> <span style="font-weight: 400;">Adding alternative text for images.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">It is…</span></li>
</ul>
<p><a href="https://webaim.org/intro/#principles"><span style="font-weight: 400;">https://webaim.org/intro/#principles</span></a></p>
<p><span style="font-weight: 400;">“Principles of Accessible Design”</span></p>
<p><span style="font-weight: 400;">New Concepts:</span></p>
<p><span style="font-weight: 400;">Equivalent Alternative Text-</span> <span style="font-weight: 400;">Adding alternative text for images.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">It is also one of the most difficult to properly implement.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Determining appropriate, equivalent, alternative text is often a matter of personal interpretation. </span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Screen readers cannot analyze an image and determine what the image presents.</span></li>
</ul>
<p><span style="font-weight: 400;">Text can be presented in two ways:</span></p>
<ol>
<li style="font-weight: 400;"><span style="font-weight: 400;">Within the alt attribute of the img element.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Within the context or surroundings of the image itself.</span></li>
</ol>
<p><span style="font-weight: 400;">When determining appropriate alternative text for images, context is everything.</span></p>
<p><span style="font-weight: 400;">Captions, Transcripts, and Audio Descriptions</span></p>
<p><span style="font-weight: 400;">As the average age of the population increases, so does the number of people with hearing impairments.</span></p>
<p><span style="font-weight: 400;">Captions</span><span style="font-weight: 400;">: text versions of the spoken word presented within multimedia.</span></p>
<p><span style="font-weight: 400;">Transcripts</span><span style="font-weight: 400;">: Allow anyone that cannot access content from web audio or video to read a text transcript instead.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">Should contain additional descriptions, explanations, or indications of laughter or an explosion.</span></li>
</ul>
<p><span style="font-weight: 400;">Audio descriptions</span><span style="font-weight: 400;">: Primarily for users with visual disabilities.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">They provide additional information about content that is visible on the screen.</span></li>
</ul>
<p></p>
<p><b>Designing Online Learning Opportunities for Students with Learning Disabilities</b></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">Numerous states have witnessed over 100% growth ratesin online education for the last few years (Watson, Murin, Vashaw,Gemin, &amp; Rapp, 2013).</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Personalized learning or the individualized education program appears to align well with the many features of blended and fully online instruction.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">A</span> <b>fully online or virtual experience</b> <span style="font-weight: 400;">is independent of the brick-and-mortar building and</span></li>
</ul>
<p><span style="font-weight: 400;">classroom. Students in this model receive their education fully online.</span></p>
<ul>
<li style="font-weight: 400;"><span style="font-weight: 400;">A blended experience is a bit more complicated.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">The blended, mixed-mode, hybrid experience is where a portion of the instruction is provided in online learning.</span></li>
<li style="font-weight: 400;"><span style="font-weight: 400;">Where does</span> <b>UDL</b> <span style="font-weight: 400;">play in? </span></li>
</ul>
<p><span style="font-weight: 400;"> -Online tool called the UDL Scan Tool that allows districts and everyday users to critically review online content systems for their potential to support learner variability within online environments (see <a href="http://centerononlinelearning.org/resources">http://centerononlinelearning.org/resources</a>).</span></p>
<p></p> Standardized Testingtag:classroom20.com,2020-04-20:649749:Topic:12101472020-04-20T23:48:13.001ZLynnhttps://classroom20.com/profile/Lynn6
<p>Since the cancellation of schools, many states have done away with standardized testing. I was wondering what other educators are structuring their lessons around now. Are you taking a more relaxed approach and deviating from the standards a little bit? Or are you strictly sticking to your state's standards?</p>
<p>Since the cancellation of schools, many states have done away with standardized testing. I was wondering what other educators are structuring their lessons around now. Are you taking a more relaxed approach and deviating from the standards a little bit? Or are you strictly sticking to your state's standards?</p> Getting the most out of an online discussiontag:classroom20.com,2020-04-02:649749:Topic:12088482020-04-02T20:31:40.203ZLynnhttps://classroom20.com/profile/Lynn6
<p>Here are some basic ideas of how to set up an online discussion and make it effective!</p>
<p><a href="https://sites.google.com/view/stanlteonlinediscussion">https://sites.google.com/view/stanlteonlinediscussion</a></p>
<p>Feel free to add some of your ideas too!</p>
<p>Here are some basic ideas of how to set up an online discussion and make it effective!</p>
<p><a href="https://sites.google.com/view/stanlteonlinediscussion">https://sites.google.com/view/stanlteonlinediscussion</a></p>
<p>Feel free to add some of your ideas too!</p> Social Studies lesson ideas that can be done online or in real-timetag:classroom20.com,2020-04-02:649749:Topic:12088462020-04-02T18:31:44.194ZLynnhttps://classroom20.com/profile/Lynn6
<p>Here are some fun activities for social studies that can help get your student’s engaged in thinking:</p>
<p>Lesson idea 1</p>
<p> </p>
<p>Teach the student the proper way to analyze an article:</p>
<p> </p>
<p>Select an article for them to read: have them write out the main points of the article, summarize the article, explain the view point taken by the writer of the article, and select 2 ideas that you agree or disagree with and state why?</p>
<p>This can be followed up by setting up…</p>
<p>Here are some fun activities for social studies that can help get your student’s engaged in thinking:</p>
<p>Lesson idea 1</p>
<p> </p>
<p>Teach the student the proper way to analyze an article:</p>
<p> </p>
<p>Select an article for them to read: have them write out the main points of the article, summarize the article, explain the view point taken by the writer of the article, and select 2 ideas that you agree or disagree with and state why?</p>
<p>This can be followed up by setting up small groups that the students post their 2 ideas in for discussion.</p>
<p> </p>
<p>Lesson idea 2</p>
<p><strong>Political Philosophy</strong></p>
<p><strong>Objective</strong>: The student should develop a political philosophy based on the following premise:</p>
<p><u>What should be the balance between liberty and order that a society needs to exist?</u></p>
<p><u> </u></p>
<p>The student’s philosophy should include a reference to the following ideas:</p>
<p> </p>
<p>The relationship between the government and the state that includes:</p>
<ul>
<li>Characteristics of a state</li>
<li>Reasons why governments need to be established</li>
<li>Purpose that a government exists</li>
<li>The best form of government<ul>
<li>Unitary, federal, confederate,</li>
<li>Parliamentary or presidential system</li>
<li>Dictatorship or democracy</li>
</ul>
</li>
<li>The concepts of democracy that the student believes in:<ul>
<li>Majority rule, rule of law</li>
</ul>
</li>
</ul>
<p> </p>
<p>Set up discussions for the students using the following Resources:</p>
<ul>
<li>Ideas from the Declaration of Independence</li>
<li>Recognition of the early compacts and documents that provided the basis of our political experience- Mayflower Compact, Petition of Right, Fundamental Orders of Connecticut, Maryland toleration Act, and English Bill of Rights</li>
<li>Analyze the three basic ideas that the English acquired from the Magna Carta, Petition of Right and the English Bill of Rights</li>
<li>Explain the role of compromise in a political system</li>
<li>Federalist 71 and its ideas</li>
<li>Agree or disagree with the six basic principles upon which the American Constitution was written</li>
<li>Examine the Bill of Rights</li>
<li>Discuss the amendment process and whether it should be changed</li>
<li>Agree or disagree with the concept of federalism, division of powers and concurrent powers.</li>
<li>What should be the relationship between the state and federal government that includes: obligations of the federal government to the states, the relationship between the states</li>
</ul>
<p><strong>Conclusion:</strong></p>
<p>Describe the key ideas from the discussions and readings above that you would predicate your government on and why it would be the most efficient form of government</p>
<p> </p>
<p> </p> Engage your classtag:classroom20.com,2020-03-27:649749:Topic:12086542020-03-27T18:30:30.259ZLynnhttps://classroom20.com/profile/Lynn6
<p dir="ltr" style="line-height: 1.6667; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: bold; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teaching Engagement in Social Studies …</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 0pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: bold; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teaching Engagement in Social Studies </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of the greatest activities of a teacher’s life is to see students engaged in the subject matter. Watching your students focus on the key concepts of social studies and having to use the facts to justify their ideas is just an amazing experience. Recently, one of my former students thanked me for getting him turned on to learning social studies, I told him my job is to light the fire, yours is to make it happen. By the way, he has a state senator, U.S. Ambassador, and more. That is just one example of the impact we can have as teachers on some students (not all…lol). In a nine-part series of articles, I will address the following topics and give examples of suggestions on how to make your social studies class an interactive experience for students and the teacher. I hope you enjoy it! </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A nine-part series</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A. Developing a critical thinking mentality – using the controversy of key decisions. </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">B.</span> <span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: bold; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Making the connection to current events</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">C. Thematic – project-based units</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">D. Debates and Discussions</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">E. Using technology as a tool for learning </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">F. The role of international connections </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">G. Real-world based units- the case for Global Studies</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">H. Using classroom simulations and activities </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I. How to approach the online teaching of social studies – discussions, content, connections, and project-based learning</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-left: 18pt; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Each of these topics is designed to give a new or experienced teacher some ideas that they can possibly incorporate into their classroom. </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Developing a critical thinking mentality – using the controversy of key decisions.</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When teaching social studies, getting kids to think, ask questions, find relevant topics from now and the past. Key decisions that impact future...long and short term effects...changes and variety of thinking...creating a what-if. taking action on issues. ie. constitution, world power, expansion westward, industrialization, agricultural or industrial society, moving to computer-generated society, what questions to ask...how to ask them...looking at sources...the time, place in history...summarize then pick one or two ideas to discuss….present, post, develop...defend. </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Making Current Events a Critical Thinking Activity </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As social studies teachers we have all done a Friday current events article….” bring in a newspaper article or magazine article about our town, state, national or international events. Be sure to read it over and then we will discuss it with the class or in a small group. It was a dry assignment and the kids did not like it or really learn from it. So how do you change this to make it a fun experience? Over the last few years of my teaching I decided to have the students do a Friday full-year project …the first quarter was about finding a topic and seeing what are the real-world problems of our community that are also state, national or international problems ( depending on the class) and about finding and discussing the problems, were these real issues. Quarter two was about what is being done about these problems and by whom. Quarter 3 was about what can we do about the problems and who can we work with to make it happen, and quarter four was about executing a plan of action.</span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In quarter one the students brought in articles or videos that explained the problems. Eventually student’s were divided up into groups to talk about the issues then lead the class in a discussion and decide if they wanted as a class to pursue any of these issues. For example, one year they discussed landmines, refugees, and child soldiers then decided which of these topics they wished to pursue . Remember this was only done on Friday and we opened the discussion for 1 Friday, researched and prepared their presentations for 4 Fridays, took another three Fridays’ to give their presentations and on the last Friday of the quarter decided which one (s) they wanted to do detailed research.s </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> The students choose refugees for their topic one year. So quarter two was spent looking at how big a problem it was and what was being done about by whom. In this case they looked at the refugee problem in different regions and reviewed sites like the UN Refugee site and the US State Department site. The next step was to see what countries or organizations were doing about it such as: Doctors without Borders and the International Red Cross. The goal was to determine what countries who had refugees were up against by looking into refugee sites around the world. We even set up a video conference with one of the refugee sites through the US State Department and we had some unintended consequences. Right before the video conference with the US State Department’s group at the refugee camp, it was overrun by raiders. The kids were shocked and realized how serious this issue was and it motivated them to take on this issue with some concern. </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Quarter three was about what we can do about this issue. The students took a careful look at who they wanted to work with, how they were going to make it happen and began their preparations. After much discussion, the students felt they would like to let other students in the school know about the issue, work to make money for Doctors without Borders, the International Red Cross, and a local refugee group within our community. The kids planned an all-school presentation and organized a “Rock for Refugees” concert. </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Quarter four was about initiating the plan and making it happen. There was a great deal of discussion about what to do for the student body, what types of presentations could be done, and how to set up the concert. The students brainstormed the ideas and in the end got our librarian to open their doors for an all-school walkthrough. The students had a 3 hour time set aside for other classes to visit the displays/presentations they set up for students during lunch hours. When we were done with this part of the activity I was amazed when the students came back to class as they were jumping up and down cheering. The Rock for Refugees conference was just as successful, the school had a number of rock groups and we set up a time with another of the school’s organizations to help us make it happen. Oh my, it was a big success, in fact, another great thing was that we were able to invite a new student refugee to speak during the concert, and the kids gave their presentations to the students in between band numbers. The student who spoke brought the place to tears and it was an amazing experience. After the concert, the students decided how much money went to each organization and as exhausted as we all were, evaluations of the project were right on the money. </span></p>
<p dir="ltr" style="line-height: 1.6667; margin-top: 9pt; margin-bottom: 0pt;"><span style="font-size: 11.25pt; font-family: Lato; color: #212121; background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This was just one example of making current events a real-time experience. Other projects included nuclear waste and energy (Yucca Mountain Nevada), Save Walker Lake, Landmines, Food for the homeless, and Child Soldiers just to name a few. It is possible to bring a classroom to life in Any subject by using the principles of interactive project-based learning or thematic learning to live.</span></p>
<p></p>